ABSTRACT
The problem raised in this study is that the religious and social behavior
of non-Buddhist students at SMK Atisa Dipamkara Tangerang is not yet known.
The purpose of thisstudy is to describe the religious and social behavior of non-
Buddhist students in formal educational institutions characterized by Buddhists at
Atisa Dipamkara Vocational School,Tangerang.
This research uses a case study method on a qualitative approach. The
subjects of this study were non-Buddhist students, Buddhist students, and
homeroom teachers. Research object Data collection techniques using
observation, interviews, and documentation with data collection instruments in
the form of observation guidelines, interview guidelines, and research supporting
documents. data validity techniques include the degree of trust (credibility),
transferability (transferability), dependability (dependability), and certainty
(confirmability). The data analysis technique uses the technique developed by
Miles and Huberman, namely data collection, data reduction, data presentation,
and conclusions orverification.
The results showed that there were two main focuses, namely: (a) religious
behavior and views of non-Buddhiststudents towards Buddhism; and (b) social
behavior and relationships between teachers, peers, and the school environment.
The religious behavior and views of non-Buddhist students about Buddhism are
divided into eight parts, namely the reasons for choosing Atisa Dipamkara
Vocational School, the convenience of going to school, views about the religion
they believe in, views on Buddhism, the perspective of non-Buddhist students
towards Buddhism, the relationship of non-Buddhist students with God, ways of
appreciating differences in beliefs, the difficulty of doing prayers in Buddhism,
and the difficulty of doing worship in the Buddhist religion. Religious behavior
cannot be separated from social roles. Based on the results of the research
conducted, the social behavior and relationships of non-Buddhist students with
teachers, peers, the school environment consists of ten focuses including attitudes
towards peers, students’ daily lives while at home, respect for teachers and
Buddhist friends, attitudes towards teachers or friends. homeroom teachers,
student attitudes when experiencing learning difficulties, student discipline, non-
Buddhist student activity, student daily activities in participating in learning,
student daily activities during break hours, and sanctions for violators of the
rules.